Gymnastik- och idrottshögskolan, GIH

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Exploring Signature Pedagogies of Teacher Education in Physical Education
Norwegian School of Sport Sciences),.
Norwegian School of Sport Sciences),.
Hacettepe University),.
University of Limerick.
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2024 (English)In: AISEP International Conference 2024 Book of abstracts / [ed] Sääkslahti, Arja and Jaakkola, Timo, AIESEP, University of Jyväskylä , 2024, article id ID 117Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Teacher education in physical education (PE) involves an array of responsibilities, including preparing and supporting pre-service teachers (PSTs), in-service teachers (ISTs), and teacher educators (TEs). There have been several calls for innovative, coherent approaches within teacher education to address these responsibilities, including the need for cross-national analysis and development of ‘signature pedagogies’ - the forms of teaching-learning that leap to mind when thinking about the preparation and continuous support of teachers in PE. Through a recent comprehensive scoping review of literature, three distinct ‘signature pedagogies’ of teacher education in PE have been identified: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning (Forthcoming). This symposium builds upon this scoping review. Specifically, we explore how the identified signature pedagogies serve as a shared language, that can inform a more deliberate application of these pedagogies, both within and across different teacher education contexts. The research was guided by the question: What are the processes and outcomes of developing signature pedagogies across international teacher education in PE? We employed a collective action project approach, which entailed continuous collaborative learning and capacity-building activities and brought together TEs and ISTs from seven higher education institutions, seven schools, and two PE associations across seven European countries. The project integrated self-study of teaching and teacher education practice alongside learning communities as complementary pedagogical and methodological frameworks. The symposium’s specific studies included 70 PSTs, 22 ISTs, 14 TEs, and two meta-critical friends. Data from ISTs and TEs were generated through a combination of methods, including reflective diaries, observations, and audio recordings of both local and international learning community meetings. Additionally, 14 focus group interviews were conducted with PSTs. The aim of this symposium is to share experiences of signature pedagogies across international contexts through four presentations: (i) A pedagogical and methodological approach for exploring signature pedagogies of teacher education in PE. (ii) An exploration of PSTs’ experiences with signature pedagogies in initial teacher education. (iii) An exploration of ISTs’ experiences with signature pedagogies in continuous professional development. (iv) An exploration of TEs’ experiences with signature pedagogies for their own professional learning. This research holds important insights for providing more authentic, transformative and equitable teacher education practices for PSTs, ISTs and TEs across international contexts.

Place, publisher, year, edition, pages
AIESEP, University of Jyväskylä , 2024. article id ID 117
Keywords [en]
Continuous professional development, Physical education teacher education, Signature pedagogy, Experiential learning, Autobiography
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
URN: urn:nbn:se:gih:diva-8448ISBN: 978-952-86-0158-6 (print)OAI: oai:DiVA.org:gih-8448DiVA, id: diva2:1922901
Conference
AIESEP International Conference May 13-17, 2024, Jyväskylä, Finland (International Association for Physical Education in Higher Education)
Available from: 2024-12-19 Created: 2024-12-19 Last updated: 2024-12-19

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Fors, EvaQuennerstedt, Mikael

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